Unboxing Dyslexia: Teachers' Knowledge and Attitude in Nigeria

Background: Over 32 million Nigerian children are estimated to struggle with reading, writing, comprehension, and other dyslexic symptoms. Children with dyslexia may face educational and social exclusion, as well as potentially negative life outcomes, as a result. Although there is no cure for this learning disability, research has shown that early detection and management are critical to achieving positive life outcomes, and teachers play a key role in this. In Nigeria, however, little is known about teachers' dyslexia knowledge. As a result, it is critical to assess teachers' knowledge and attitudes toward children with dyslexia in Nigeria.

Objective: This study evaluated the knowledge of dyslexia amongst Junior secondary school teachers in Abuja, Nigeria, their present ability to recognize early symptoms of dyslexia, and their attitude towards children with dyslexia.

Methodology: A total of 10 junior secondary schools in Abuja were conveniently selected for this study, and a sample of 206 teachers participated in the survey.

Findings: The study revealed that majority of the teachers did not have adequate knowledge of dyslexia and did not have adequate knowledge of the early symptoms of dyslexia. Based on these finings it is of urgent importance for in-service training to be organized for teachers to equip them with the knowledge of dyslexia.